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from 30.04.2009

Of the American Coptic

Dr. Shawki founded in 1972 brochure

The main features of the decisions of the Arabic language and religious education in public education in Egypt.

Magdi Khalil / Preliminary observations

First: what is happening in education in Egypt is part of a larger project concerning the relationship between Islam and modernity and Islamic peoples, the team tried to enlightened Muslim thinkers, the modernization of Islam or to reconcile Islam and modernity, such as Sheikh Ali Abdel-Razek, Sheikh Rvaap Thtauy Sheikh Muhammad Abduh, but failed, and another group tried to take Egypt to the western way of progress in education, sophistication, culture and development, while making it clear that there is no contradiction between the Egyptian identity and alienation, and alienation in line with Egypt's long history and achievements of civilization, and those at the top of Taha Hussein, Lutfi and Mr. Moses and the safety of others, but they also failed, That is, each of the project of modernization and westernization in Egypt Ajhia From the beginning, before moved to Isanaa accumulation and cognitive and systematic way of thinking. Ataturk in Turkey, he worked for the imposition of mandatory modernization and westernization of Islamic culture on Western culture, the establishment of place, but after all these decades, the experience is still stalled. The way that worked in Egypt and most Arab and Muslim countries is the Islamization of modernity through the so-called Islamic Basahop revenge of God, or as called by the Keppel Giyl , which started with the establishment of the Muslim Brotherhood has expanded and deepened through the Ikhwanite Pakistani Wahhabi alliance, this alliance, which subsequently developed as a triangle Damneder nidus of international terrorism. Islamization of modernity has taken multiple dimensions, such as Muslim dress, the Islamic banks, Islamic Economics, Islamic education and the Islamization of education Officially, the Islamic Laws (Sharia), the Islamization of the judiciary and public order, the expansion of the Islamic Publishing House, the Islamization of science, medicine Nabawy, weakening the nation-state for the calculation of the Islamic nations, significant expansion of the Islamic organizations, the wide spread of the culture of the Islamic cult, the Islamization of the media, the Islamization of the arts, Islamization of political terminology (Allegiance - the mandate - parents - citizens - Shura), restaurants and Islamic halal meat and halal drinks. The Islamization of modernity to create a distorted embryos, and education was one of these embryos distorted. Education has not only affected by the Islamization of modernity, but in turn contributed to the process of Islamization in this vast than the depth of the problem and made it difficult to resolve.

Second: As a result of the above fact is known to every student auditor to the conditions of education in Egypt, that the current education system is a reflection of the public and the public sphere in Egypt, Islamic, and then hit the education of Egyptian SINS is not the result of individual actions, as alleged by some, but is the result of a general culture This reflects the public order and the public sphere and Muslim Almtoslm at the same time, state-controlled religious and political Islam together. We conclude that the conduct of the moderate and rational, enlightened education in Egypt, as in all walks of life, that is the playing out of the actions of individual public order and canceled her mind behind the herd Escarth religious ecstasy.
Third: It is well known that the educational process, including the teacher and the curriculum and learning tools and learning environment and the public sphere, which houses both the teacher and student, and whether the State discriminated across the curricula and syllabuses are directly responsible, it's natural to be more discrimination when the teacher who can not do a study comprehensive behavior within the classroom, and the forbidden and the errors in the curriculum is to multiply the number of times when the teacher who is teaching this curriculum and add to them Baouradtha Aourath personal account, which is exacerbated by the tragedy.

IV: Education and the media both reflect the real picture Icaip community (ie, such as the work of a rumor that the patient's body to show the real diseases), and this was not strange that some have estimated the volume of material or as a result of the direct religious heritage of Islamic, or 30% of the decisions of the Arabic language in public education, It is estimated that some other religious materials in the media and religious drama and materials emanating from the Islamic heritage at about 20-30% of the volume of the Egyptian media, namely, that there is symphony of education and the media is playing in the same direction and are affected by and affect the steady retreat of making is imperative. The issue of publishing much not critical enough, and a visit to the Cairo International Book Fair and to examine the size of the supply of religious books in order to know the culture of living under any Egyptian citizen.

Fifth: it's difficult to teach a free, open and diverse in the absence of public freedoms, the true citizen, who is a free mind can argue that creates and develops the critical and accept differences and open to others.

VI: The Rushdi Said, and the reality of the study and their coexistence with the direct phase of President Sadat, went to education in Egypt and the deterioration of intolerance and extremism was not random but was the product of a real deal between the leaders of the Muslim Brotherhood and Sadat, Sadat, which set up colleges of education and management of peace to the members of the group, and then took control of political Islam on the industry not only through the teacher's curriculum, but also through the payment to members of the group to join the intensive faculties of education, especially in the countryside.

Finally: Some might say that the negative criticism of the educational process of some well known advantages, which should also show to be an objective assessment. The answer to that question can not coexist with the shortcomings and crimes are punishable, when education spread the culture of hatred and incitement to crime, this is not a defect, when the education of non-Muslims as infidels, this is not a crime, fault, and when destroying the education of national affiliation, this disaster on the future of the entire nation, and can stand accused before the judge and say, forgive me because this is the first murder committed in my life ... This is the Word of the absurd, it is natural that the person only, but when a crime is committed by a large group joined the other category of offenders, and most were Elmejrimin natural persons in the period of their lives. General observations from the study during the study is not yet complete I am talking about is a comprehensive study of the decisions of the Arabic language and Islam, the stages of general education prior to university. The study focuses on many aspects such as citizenship, human rights, relations with non-Muslims, the Christian view, the relationship with the West, the relationship with the Jews and the Jewish perception of democracy, the relationship between gender, perception of self and national identity, the position of international organizations and international economic cooperation, the Rights of the Child , open and closed, view of women, the situation of political participation, role in political socialization, public support for positive values, view of globalization, addressing the controversial issues of contemporary ... etc.. Without going into the texts quoted from these decisions so as not to prolong it for you too many. The study is not yet complete, but through what I have read so far may be referred to some of the characteristics and attributes and values transmitted by this curriculum, which can be summarized in the following:

1 - the merger of state and religion, Islam advocated by these decisions is the religion and the state and the Platform for life, in short, learning to establish a religious state .. This leads us to a number of other topics, such as.

2 - anti-state and civil institutions, civil and civil legislation, in the legislation of Islam is for all the affairs of life, why resort to what is outside of Islam and we have the best?.

3 - citizenship rights guaranteed in Islam and the State stems from Islam, the rights of non-Muslims stems from Islam is the other ... This is the essence of the so-called "Islamic citizenship" for Muslims and "Alzmip" different levels of non-Muslims in the Islamic state, and this is destructive of citizenship as defined by modern states.

4 - His Highness the Muslim League over other linkages of the human race.

5 - to speak positively about the hostility of Islamic economy and interest rates on the bank of usury, which they consider exploitative alien to the Muslim community.

6 - Human rights is not the source of Islam and international conventions, the lifting of Islam did justice to women and non-Muslims, and therefore no one can argue that the religious texts detract from the rights of women and non-Muslim, because the content of these decisions establishes a ceiling for public discussion of law that a specific religious texts.

7 - Shura substitute for democracy, the ideal system of government, despite the fact that parliament is the system of primitive non-institutional, and limited and not widespread, and non-binding, non-electoral and closer to the referendum, but among a limited group of people, and achieved through accountability.

8 - to obey the ruling and to be recognized as a guardian, and are obedient with the Islamic Shura Council with the publication of the State and to devote to the values of tyranny experienced by the so-called Muslim countries.

9 - Dissemination of public complacency and fatalism, and arrest, the person who manages Muslim Kadri God has determined everything from his birth until his death.

10 - Education experts say, and also in accordance with the President of the Republic is a national security issue, but according to the decisions of the study is the issue of security is not Islamic and national security, except in the case of the similarity of national security with the security of Islam, which is already, in fact, the incident and thus reflects the reality of education.

11 - Egyptian calls for decisions to take science to Islam, by force of arms for the triumph of Islam, and to dedicate excellence in the service of Islam .. Everything from Islam and for Islam.

12 - up to the value stems from the same rights of Islam, the Egyptian person, supposed that this curriculum, pending, in the real value of Islam, I do not know if non-Muslims have no value, or what? Curricula, especially with the Arabic language Takesb non-Muslims as well.

13 - do not feel that there is a clear thread or a goal sought by a real education in Egypt. And apparent in every thread I read what Islam is. (Note: science curricula such as math and physics do not carry the message in the educational objectives of the educational process, but show this message in science and social theory, and this is what I have seen clearly in the curriculum of the Arabic language).

14 - central religion in the curricula of the Arabic language, you do not feel the difference when decisions go, which is studying the Arabic language for all students to the decisions of the Islamic religion, which taught the Muslims only, but vice versa is about you approach one.

15 - There was a clear link between the curriculum of Arabic language and religious education and the subject of religious violence in Egypt, many of these texts and explanations of violence and calls for priority to be given as the tolerance of the natural state of human behavior, has been repeated talk of changing the evil known as the hand several times, and in commentaries on the confirmation the issue of violence associated with this change.

16 - the form of stereotyping of women in these decisions as by political Islam, whether in dress or behavior or values which must be governed by such obedience to the husband and otherwise.

17 - hit the national affiliation of these decisions in the killing, which appeared lackluster in front of Islamic affiliation and HH the Muslim League.

18 - Trying to Altdrejjy forced assimilation of non-Muslims in Islamic culture through the so appalling and Extoller of Islamic heritage, and this is indeed the essence of hand the Alzmip also historically.

19 - Islamicization compulsory for non-Muslims through the imposition of religious texts they hit their religious beliefs and faith in the heart of the killing, the imposition of the conservation of these texts and their interpretations in the least that can be described as humiliation for those who are aware of these differences of students and adults through the compulsory Baloslmp brainwashed young children.

20 - the falsification of history to see the gas as the victor, and beautify and glorify the history of Islamic personalities and the real historical record is quite different from what is wanted in the story, and something similar is happening in the religious television drama.

21 - After the peace treaty between Egypt and Israel was to delete the content of most of these decisions of the hostility to Israel and the Israiiliynn, but in the grave error of hostility to Jews and Judaism and the Jews described the negative attributes of all treachery, betrayal, greed and the reversal of the covenants and opportunism by drawing on the Islamic heritage in the old vision of the Prophet Islam to the Jews of his time, these decisions have been circulated to the negative vision of the Jews today.

22 - Anti-Western and Western civilization, the West is decadent material lacks the values of civilization and culture is transferred from the Muslims, and Muslim civilization and civilized than offset achievement.

23 - talk about the Arabic language is spread-eagle, is the language of the Koran and the language of the people of Paradise, a favorite with God is the God who kilometers descriptive Nabih Muhammad.

24 - Islam is globalization, and global Islam and its values are, and in the greatness of Islam, which contains solutions to all problems of the ancient and contemporary human beings, and Islam is superior to any other religions and ideas, theories, principles, values and solutions.

25 - and the absence of other Thkirh and hostility and incitement against him and his call for the enjoyment of the greatness of Islam, providing a great service by forcing him to deal with Islamic texts and principles of true Islamic faith.

26 - the absence of Egyptian identity, the identity of a subsidiary are fading identity stems from the mother, the Islamic University and the Muslim League, which focuses upon the decisions of education. In the end do not feel you are free to the education of vulnerable and powerless in the intellectual and human rights, but to brainwashed compulsory religious education, Hubristic negative self-defense, religious fanatic racist education closed in some parts, hostile to reason and science, promoting superstition and witchcraft and metaphysics and the world of hallucinations, aggressive education rejects rigid development and calls for the absolute values, and mental Ihakr is the product of the achievements of real people and attributed to Islam, hostile to the culture of life, and systematically self and the world non-Muslim hostility, the education of a leather whip to the values of contemporary life ... Education creates in the end she figures split personality. I wonder what is the difference between what I read in the courses of Arabic language and Islamic religious education and religious values of mainstream and radical political Islam, is no exaggeration to say that what I have read of the more radical Muslim Brotherhood, published in August 2007, which is likely the idea of the deal described by Rushdi Said , which expanded in the era of President Hosni Mubarak on the rebound to even the ruling party itself, so many of its members became more intransigent and extremist of the Muslim Brotherhood. In conclusion, I can only agree with the thinking Moroccan Tahar Ben Jelloun in education described as "the curse", where Taher wrote an article after the September 11, 2001 for education in Islamic countries, entitled "out of the curse," and said that the solution lies in the dismantling of all curricula education in Islamic countries as responsible for the generation of dialogue and reject the life and the rule of law, and the transition from life to love the love of a mysterious death.

The question remains when the get out of this curse?.

Director of the Middle East Forum of the freedoms and paper to the Conference "Education and Citizenship"
Held in Cairo from 24.25 in April 2009, under the aegis of the order of the "religious discrimination against the Egyptians," Magdi.khalil @ yahoo.com
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